本文採用質性研究，透過深度訪談7位遲語兒母

親和3位擔任照顧工作的阿公阿嬤，來了解遲語兒照顧者所

知覺的語言互動困境與帶領幼兒接受治療的求助經驗，做

為國內遲語兒語言學習與教養互動之參考。本研究結果發

現：（一）主要照顧者由於年齡性別關係和教養知能與技

巧不足，無法刺激幼兒語言學習的動機，形成幼兒學習語

言的困境；（二）主要照顧者知覺與幼兒所形成的社會情

緒互動機制，未能有效處理幼兒因為無法表達所引發的情

緒與行為；及（三）主要照顧者帶領幼兒接受語言治療的

求助經驗不一，但透過語言治療師的治療及協助，有助於

照顧者改變與幼兒的互動方式與語言學習環境。根據本結

果，進一步提出對語言專業治療、教養互動及相關建議。

This study used a qualitative methodology

to investigate the experiences of caregivers of

late talkers who have encountered language

interactive distress and have sought professional

support. Seven mothers of late talkers and three

grandparents, who were caregivers of late talkers,

were interviewed.Three results were found in this

study. First, from the perspective of the language

-learning environment, caregivers were either older

or lacking in proper parenting skills. Therefore,

the care that the caregivers provided deprived the

children of a proper environment for developing

language. Second, the social and emotional

interaction that the caregivers provided was

ineffective in managing the children's emotions and

behavior and failed to train the children to

interact linguistically. Third, the search for

support seemed to have positive and negative

experiences, but they all benefited from the

therapeutic experience. Caregivers began to modify

their style of interacting with the children as

well as their environment to create language-

learning opportunities for children. As a result,

the children demonstrated linguistic improvements.

Findings from this study provide useful information

to both speech-language pathologists and parents.